Grade-Level Project-Based Learning Experiences

Project-Based Learning, or PBL, is a central part of the STEM Magnet experience. During grades 9–11, students participate in a series of interdisciplinary projects that connect science, technology, engineering, mathematics, and real-world issues.

Each project becomes progressively more complex and helps students develop the research, design, collaboration, communication, and problem-solving skills needed to complete the Senior Capstone Project in 12th grade.

9th Grade PBL: Emergency Preparedness and Severe Weather

During 9th grade, students investigate the effects of severe weather and explore how individuals, families, schools, and communities can prepare for emergencies.

Students examine severe weather events, community needs, emergency response procedures, and the challenges that may occur before, during, and after a disaster. Working collaboratively, students apply the STEM design process to develop a product, system, plan, or solution that improves emergency preparedness or response.

Through this project, students learn to:

• Identify and define a real-world problem

• Research severe weather and emergency preparedness

• Examine the needs of individuals and community stakeholders

• Analyze weather, safety, or emergency-response information

• Collaborate with a project team

• Design and present a preparedness or response solution

• Reflect on the effectiveness of their proposed solution

This introductory PBL establishes a foundation in problem identification, teamwork, research, and solution design.

10th Grade PBL: Food Insecurity and Hydroponic Towers

During 10th grade, students investigate food insecurity and explore how hydroponic growing systems may help increase access to fresh, nutritious food.

Students research the causes and effects of food insecurity, examine the needs of affected communities, and use scientific and mathematical data to design, build, or evaluate hydroponic towers. Students may study factors such as plant growth, water use, nutrient delivery, cost, available space, sustainability, and food production.

Through this project, students learn to:

• Investigate the causes and effects of food insecurity

• Research hydroponics and alternative food-production systems

• Collect, organize, and analyze relevant data

• Apply scientific, engineering, and mathematical concepts

• Establish project goals and measurable success criteria

• Design, build, test, or improve a hydroponic tower

• Evaluate the tower’s efficiency, sustainability, and potential impact

• Use feedback and testing results to revise their design

• Present an evidence-based solution to an authentic audience

This PBL strengthens students’ ability to use research, data, testing, and evaluation to address a meaningful community issue.

11th Grade PBL: STEM Innovation Through History

During 11th grade, students examine how historical events, challenges, discoveries, and societal needs have influenced STEM innovation.

Students select a historical problem, time period, event, invention, or individual and investigate how science, technology, engineering, mathematics, or medicine contributed to change. Students then use their research to develop an innovation connected to the historical topic.

The final product may include a model, prototype, application, digital experience, redesigned invention, research-based recommendation, or another pathway-aligned solution.

Through this project, students learn to:

• Investigate the relationship between history and STEM innovation

• Analyze the historical context surrounding a problem or invention

• Evaluate how past innovations affected individuals and society

• Identify limitations in an existing or historical solution

• Apply pathway-specific knowledge and technical skills

• Develop an original product, prototype, system, application, or recommendation

• Document the research and development process

• Gather and respond to feedback

• Revise and improve the final product

• Present and defend the innovation to an authentic audience

This advanced PBL encourages students to recognize that innovation does not occur in isolation. New solutions are often shaped by historical events, previous discoveries, social needs, available resources, and lessons learned from the past.

Building Toward the Senior Capstone

The grade-level PBL sequence intentionally prepares students for the independent Senior Capstone experience:

• 9th Grade – Emergency Preparedness and Severe Weather: Students identify a community problem and develop a possible solution.

• 10th Grade – Food Insecurity and Hydroponic Towers: Students use research, data, design, testing, and evaluation to create and improve a solution.

• 11th Grade – STEM Innovation Through History: Students apply pathway-specific skills to develop, revise, and present an original innovation.

• 12th Grade – Senior Capstone: Students independently research, design, develop, evaluate, and present a comprehensive solution to a meaningful real-world problem.

By senior year, students have practiced each major stage of the Capstone process and are prepared to combine their academic knowledge, technical skills, creativity, and project-management experience into a complete real-world project.

Electronic Portfolio Documentation

Students must document each grade-level PBL in their STEM electronic portfolio. Each project entry should include:

• Project title and grade level

• Driving question or problem statement

• Project purpose

• Intended audience, client, or stakeholder

• Background research

• Description of the student’s role and responsibilities

• Design, inquiry, or development process

• Data or evidence used

• Final product, solution, or recommendation

• Feedback and documented revisions

• Evaluation of the results

• Images, videos, documents, or links

• Final reflection

Together, these portfolio entries demonstrate how each student’s STEM knowledge, independence, and ability to solve authentic problems developed throughout high school.